ch 1 disc question response

A task I recently asked my students to complete was from a spelling worksheet and it involved reading across a row of 4 words then identifying the word that did not fit a pattern. Originally this was a homework assignment that we were reviewing in class the next day. I did not anticipate the amount of confusion the students experienced. Prior to reviewing the assignment, I broke the instructions down even further than what was written on the worksheet.
Specifically, the instructions I gave were:
1. read the 4 words in the row. 2. highlight the word endings (-ed, -s -ing) 3. identify the spelling pattern 4. cross out the word that doesnot fit the pattern.

This task involved working memory because the students had to remember what the endings of the 4 words were and that they were looking for the word that did not fit the pattern then cross out the one that didn't fit.

I simplified the task by having them highlight the endings. We completed the entire worksheet as a group. In order to make this an independent task, I could have added another step. After highlighting the endings, the students could write down the ending (-es, -ing, -ed) that appeared more than once ("the pattern")in the row. Then, go back and find the word in the row with the different ending.

By writing down what the ending pattern is, students don't have to hold it in working memory. It is now written on the paper so they can compare the words to it.

Another simplification would be to model, on the board, what the task is (ie; what the row should look like) with endings highlighted, the pattern written down, and 1 word "x'ed" out. This way, if students forget, they can look to the model on the board.